DOCSLIB.ORG

2020 Core a Training Materials

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
2020 Core a Training Materials 6/9/2020 Core A Indiana Direct Support Professional Training Lauren Koen BSN, RN, MPA Kathy Auberry, DNP, RN, CDDN Table of Contents Your Role as a Direct Support Professional (DSP) Providing Medical Care _________________________ 4 Objectives ________________________________________________________________________ 4 What is a Support Team? __________________________________________________________ 4 What medical care is required from a direct support professional? _________________________ 4 DSP Role in Reporting Changes ______________________________________________________ 5 DSP Role in Appointments _________________________________________________________ 5 Standard Precautions _________________________________________________________________ 7 Objectives ________________________________________________________________________ 7 General Overview __________________________________________________________________ 7 Performing Hand Hygiene ____________________________________________________________ 7 Table A: When to Wash Hands with Soap and Water Versus Hand Sanitizer __________________ 7 Proper Hand Washing Technique for Soap and Water ____________________________________ 8 Glove Use ________________________________________________________________________ 8 Perform Cough Etiquette ____________________________________________________________ 8 Communicable Diseases _______________________________________________________________ 9 Objectives ________________________________________________________________________ 9 General Overview __________________________________________________________________ 9 Blood Borne Pathogens______________________________________________________________ 9 Hepatitis and Tuberculosis ___________________________________________________________ 9 Inflammation and Infection ___________________________________________________________ 11 Objectives _______________________________________________________________________ 11 General Overview _________________________________________________________________ 11 How do microorganisms enter the body? ______________________________________________ 11 Some things to keep in mind: ______________________________________________________ 11 Signs and Symptoms of Inflammation versus Infection ____________________________________ 11 Treatment for Infections or Symptoms from Infections ____________________________________ 12 When should you treat a fever? ____________________________________________________ 12 When should you treat diarrhea? ___________________________________________________ 13 When to Notify Your Nurse or Individual’s Physician ______________________________________ 13 Strep Throat _____________________________________________________________________ 14 Influenza (Flu) ____________________________________________________________________ 14 1 Pneumonia ______________________________________________________________________ 15 Athlete’s Foot (Tinea Pedis) _________________________________________________________ 15 Conjunctivitis (Pink Eye) ____________________________________________________________ 16 Urinary Tract Infection _____________________________________________________________ 16 Antibiotics _______________________________________________________________________ 16 Vital Signs _________________________________________________________________________ 17 Objectives _______________________________________________________________________ 17 General Overview _________________________________________________________________ 17 Table B: Vital Signs ______________________________________________________________ 17 Temperature _____________________________________________________________________ 18 Heart Rate or Pulse ________________________________________________________________ 18 Respirations _____________________________________________________________________ 18 Blood Pressure ___________________________________________________________________ 18 Pulse Oximetry Readings ___________________________________________________________ 19 When to Call 911 ____________________________________________________________________ 20 Objectives _______________________________________________________________________ 20 When to call 911 in the case of injury _________________________________________________ 21 Anaphylaxis or Severe Allergic Reaction ________________________________________________ 21 Common allergens that can cause severe allergic reaction _______________________________ 21 Fatal Five __________________________________________________________________________ 23 Objectives _______________________________________________________________________ 23 Aspiration and Dysphagia ___________________________________________________________ 23 Interventions to prevent aspiration for individuals diagnosed with dysphagia ________________ 24 Dehydration _____________________________________________________________________ 24 Notify your individual’s nurse if your individual: _______________________________________ 25 Constipation _____________________________________________________________________ 25 Can constipation really be fatal?? ___________________________________________________ 26 Seizures _________________________________________________________________________ 27 Preventing Seizures ______________________________________________________________ 27 Basic steps to follow in addition to individual’s individualized plan: ________________________ 28 For any individual with a known seizure disorder call 911 ________________________________ 28 After a seizure __________________________________________________________________ 28 Steps to Avoid Injuries During Seizures ______________________________________________ 28 2 Sepsis __________________________________________________________________________ 29 Ways to prevent sepsis ___________________________________________________________ 29 Developmental Disabilities and Dementia ________________________________________________ 30 Objectives _______________________________________________________________________ 30 General Overview _________________________________________________________________ 30 Intellectual Disability _______________________________________________________________ 30 Cerebral Palsy ____________________________________________________________________ 31 Do all people with cerebral palsy have an intellectual disability? __________________________ 31 Autism Spectrum Disorder (ASD) _____________________________________________________ 32 Do all people with an ASD diagnosis also have an intellectual disability? ____________________ 32 Comorbidities __________________________________________________________________ 32 Attention Deficit/ Hyperactivity Disorder (ADHD) ________________________________________ 33 Dementia ________________________________________________________________________ 33 3 Your Role as a Direct Support Professional (DSP) Providing Medical Care Objectives • Demonstrate comprehension of DSP role in providing medical care • Describe the importance of the support team and DSP role within a support team • Express DSP role in reporting changes • Explain DSP role and responsibilities for individual appointments Direct Support Professionals (DSPs) are tasked with supporting individuals in multiple aspects of daily living by implementing each individual’s person-centered care plan, which is an individualized plan that is created with the individual and their support team. Although direct support professionals are required to go through multiple trainings and support individuals in all aspects of daily living, this section will only focus on the aspect of a DSP role in the context of providing medical care. Ensure that you review your agencies policies for all required trainings and all DSP responsibilities. Direct Support Professionals are a vital part of the support team when providing medical care for their individuals. DSPs typically have the most direct, hands-on care with their individuals out of any other members of the team. Individuals’ nurses may only see their individual weekly or monthly, so the nurse relies on DSP reports for any concerns or changes as soon as they are noticed to provide prompt medical care as needed. DSPs will most likely be the first to notice any changes in behavior or possible noticeable symptoms. This makes your role as a DSP vital to the health and wellness of the individuals you serve, and it is important to maintain accurate and consistent communication with all members of the support team. What is a Support Team? The support team is composed of the individual, guardian, direct support professionals, and other needed professionals to provide care and create plans. In Supported Group Living sites (group homes), the medical support team includes the individual, parent/guardian, direct support professionals, the nurse, the primary care provider, all specialist practitioners (such as cardiologist, endocrinologist, etc.), possibly a behaviorist (if applicable), and any other members you and your agency determine needs to be a part of the medical team. Refer to your agency policy for who to contact and when to contact the support team. In Home and Community Based Services Waiver, the individual and/or guardian determines who is a part of his/her team. What medical care is required from a direct support professional? According to the National Alliance for Direct Support Professionals, DSPs support their individuals with health and wellness through
Load more

Recommended publications
  • Patients‟ Vital Signs and the Length of Time Between The
    PATIENTS‟ VITAL SIGNS AND THE LENGTH OF TIME BETWEEN THE MONITORING OF VITAL SIGNS DURING TIMES OF EMERGENCY DEPARTMENT CROWDING By KIMBERLY D. JOHNSON Submitted in partial fulfillment of the requirements For the degree of Doctor of Philosophy Dissertation Advisor: Dr Chris Winkelman Frances Payne Bolton School of Nursing CASE WESTERN RESERVE UNIVERSITY May, 2011 CASE WESTERN RESERVE UNIVERSITY SCHOOL OF GRADUATE STUDIES We hereby approve the thesis/dissertation of ______Kimberly D. Johnson _______________________________ candidate for the ______PhD_________________________degree *. (signed)_____Chris Winkelman_____________________________ (chair of the committee) ________Mary A. Dolansky___________________________ ________Vicken Y. Totten MD________________________ ________Christopher J. Burant________________________ ________________________________________________ ________________________________________________ (date) ______December 17, 2010_________________ *We also certify that written approval has been obtained for any proprietary material contained therein. DEDICATION I dedicate my dissertation to my wonderful family without whom I could not have completed this project. To Erik, my supportive and understanding husband, thank you for not letting me quit and for your endless encouragement and patience. Richard Samuel, you‟re the best project I ever completed. When I started this program I never dreamt that I would finish it with a degree and a child. God is good. My parents, Donald and Shirley Blasko, I thank you for inspiring me
    [Show full text]
  • State of Ohio Nurse Aide Training and Competency Evaluation Program (Tcep) Standards and Guidelines Table of Contents
    STATE OF OHIO NURSE AIDE TRAINING AND COMPETENCY EVALUATION PROGRAM STANDARDS AND GUIDELINES Revised: 11/01/16 STATE OF OHIO NURSE AIDE TRAINING AND COMPETENCY EVALUATION PROGRAM (TCEP) STANDARDS AND GUIDELINES TABLE OF CONTENTS Definitions.............................................................................................................................................................................. 5 Introduction............................................................................................................................................................................ 9 Organization of the Standards, Objectives and Content ........................................................................................................ 14 I TOPIC AREA Introduction to TCEP.................................................................................................................. 22 Standard I.1 Program Overview...................................................................................................................... 22 II TOPIC AREA Communication and Interpersonal Skills.................................................................................... 26 Standard II.1 Work Environment....................................................................................................................... 26 Standard II.2 Role and Responsibility of the Nurse Aide................................................................................. 29 Standard II.3 Policy and Procedure Manuals..................................................................................................
    [Show full text]
  • Clinical Decision Making Regarding Vital Signs A
    Running Head: CLINICAL DECISION MAKING REGARDING VITAL SIGNS A QUALITATIVE STUDY ON CLINICAL DECISION MAKING REGARDING THE USE OF VITAL SIGNS IN PHYSICAL THERAPY ________________________________________________________________________ An Independent Research Report Presented to The Faculty of the College of Health Professions and Social Work Florida Gulf Coast University In Partial Fulfillment Of the Requirement of the Degree of Doctor of Physical Therapy ________________________________________________________________________ By Virginia G. Thistle Allison L. Basskin December 2015 Clinical Decision Making Regarding Vital Signs APPROVAL SHEET This independent research is submitted in partial fulfillment of the requirements for the degree of Doctor of Physical Therapy ______________________________ Virginia G. Thistle, SPT Approved: December 2015 ______________________________ Allison L. Basskin, SPT, CSCS Approved: December 2015 ______________________________ Eric Shamus, PhD, DPT, CSCS Committee Chair ______________________________ Renee Jeffreys, PhD, RCEP Committee Member The final copy of this independent research project has been examined by the signatories, and we find that both the content and the form meet acceptable presentation standards of scholarly work in the above mentioned discipline. Clinical Decision Making Regarding Vital Signs Acknowledgements The authors would like to thank their research committee chair, Dr. Eric Shamus, and committee member Dr. Renee Jeffreys for their feedback and support. Lastly, thank you to the
    [Show full text]
  • Adult Vital Sign Interpretation in Acute Care Guide 2021
    ADULT VITAL SIGN INTERPRETATION IN ACUTE CARE GUIDE 2021 Joint Task Force of APTA Acute Care and the Academy of Cardiovascular & Pulmonary Physical Therapy of the American Physical Therapy Association Approved by the Board of Directors of the APTA Academy of Cardiovascular & Pulmonary Physical Therapy March 2021 Approved by APTA Acute Care Physical Therapy Board of Directors April 2021 Disclaimer: This document is intended to provide education and guidance on vital sign interpretation for adult populations but does not replace sound clinical judgment. While vital signs are the primary determinants to assess patient readiness for mobility and response to activity, these values need to be corroborated with other patient findings. Although recommendations are provided for various conditions, individual patient vital signs and co-morbidities should guide clinical decision making. Any questions of medical stability should be discussed with the healthcare team. It is recommended to read the introduction prior to going to any other section of this document for important contextual information. 2 Adult Vital Sign Interpretation in Acute Care APTA Acute Care and the Academy of Cardiovascular & Pulmonary Physical Therapy Task Force Committee Leaders Kimberly Levenhagen, PT, DPT Wound Care Certified Certified Lymphedema Therapist Fellow, National Academies of Practice Traci Norris, PT, DPT Board-Certified Clinical Specialist in Geriatric Physical Therapy Ann Fick, PT, MS, DPT Board-Certified Clinical Specialist in Cardiovascular and Pulmonary Physical
    [Show full text]
  • Clinical Management of Severe Acute Respiratory Infection (SARI) When COVID-19 Disease Is Suspected Interim Guidance 13 March 2020
    Clinical management of severe acute respiratory infection (SARI) when COVID-19 disease is suspected Interim guidance 13 March 2020 This is the second edition (version 1.2) of this document, which was originally adapted from Clinical management of severe acute respiratory infection when MERS-CoV infection is suspected (WHO, 2019). It is intended for clinicians involved in the care of adult, pregnant, and paediatric patients with or at risk for severe acute respiratory infection (SARI) when infection with the COVID-19 virus is suspected. Considerations for paediatric patients and pregnant women are highlighted throughout the text. It is not meant to replace clinical judgment or specialist consultation but rather to strengthen clinical management of these patients and to provide up-to-date guidance. Best practices for infection prevention and control (IPC), triage and optimized supportive care are included. This document is organized into the following sections: 1. Background 2. Screening and triage: early recognition of patients with SARI associated with COVID-19 3. Immediate implementation of appropriate IPC measures 4. Collection of specimens for laboratory diagnosis 5. Management of mild COVID-19: symptomatic treatment and monitoring 6. Management of severe COVID-19: oxygen therapy and monitoring 7. Management of severe COVID-19: treatment of co-infections 8. Management of critical COVID-19: acute respiratory distress syndrome (ARDS) 9. Management of critical illness and COVID-19: prevention of complications 10. Management of critical illness and COVID-19: septic shock 11. Adjunctive therapies for COVID-19: corticosteroids 12. Caring for pregnant women with COVID-19 13. Caring for infants and mothers with COVID-19: IPC and breastfeeding 14.
    [Show full text]
  • Lawrence Rothfield.Pdf
    VITAL SIGNS LITERATURE IN HISTORY SERIES EDITORS David Bromwich, James Chandler, and Lionel Gossman The books in this series study literary works in the context of the intellectual conditions, social movements, and patterns of action in which they took shape. Other books in the series: Alexander Welsh, The Hero of the Waverly Novels (revised edition, forthcoming) David Quint, Epic and Empire (forthcoming) VITAL SIGNS MEDICAL REALISM IN NINETEENTH-CENTURY FICTION Lawrence Rothfield PRINCETON UNIVERSITY PRESS PRINCETON, NEW JERSEY COPYRIGHT 1992 BY PRINCETON UNIVERSITY PRESS PUBLISHED BY PRINCETON UNIVERSITY PRESS, 41 WILLIAM STREET, PRINCETON, NEW JERSEY 08540 IN THE UNITED KINGDOM: PRINCETON UNIVERSITY PRESS, OXFORD ALL RIGHTS RESERVED LIBRARY OF CONGRESS CATALOGING-IN-PUBLICATION DATA ROTHFIELD, LAWRENCE, 1956– VITAL SIGNS : MEDICAL REALISM IN NINETEENTH-CENTURY FICTION ⁄ LAWRENCE ROTHFIELD. P. CM. — (LITERATURE IN HISTORY) INCLUDES BIBLIOGRAPHICAL REFERENCES AND INDEX ISBN 0-691-06896-8 1. ENGLISH FICTION—19TH CENTURY— HISTORY AND CRITICISM. 2. MEDICINE IN LITERATURE. 3. FRENCH FICTION—19TH CENTURY—HISTORY AND CRITICISM. 4. LITERATURE, COMPARATIVE—ENGLISH AND FRENCH. 5. LITERATURE, COMPARATIVE—FRENCH AND ENGLISH. 6. PHYSICIANS IN LITERATURE. 7. REALISM IN LITERATURE. I. TITLE. II. SERIES: LITERATURE IN HISTORY (PRINCETON, N.J.). PR868.M42R68 1992 823′.809356—DC20 91-29831 THIS BOOK HAS BEEN COMPOSED IN LINOTRON BASKERVILLE PRINCETON UNIVERSITY PRESS BOOKS ARE PRINTED ON ACID-FREE PAPER, AND MEET THE GUIDELINES FOR PERMANENCE AND DURABILITY
    [Show full text]
  • Regional Examinations
    UNIT II Regional Examinations CHAPTER 4 CHAPTER 11 Beginning the Physical Male Genitalia and Hernias Examination: General Survey and Vital Signs CHAPTER 12 Female Genitalia CHAPTER 5 The Skin, Hair, and Nails CHAPTER 13 The Anus, Rectum, and Prostate CHAPTER 6 The Head and Neck CHAPTER 14 The Peripheral Vascular System CHAPTER 7 The Thorax and Lungs CHAPTER 15 The Musculoskeletal System CHAPTER 8 The Cardiovascular System CHAPTER 16 The Nervous System: Mental CHAPTER 9 Status and Behavior The Breasts CHAPTER 17 CHAPTER 10 The Nervous System: Cranial The Abdomen Nerves, Motor System, Sensory System, and Reflexes CHAPTER Beginning the Physical 4 Examination: General Survey and Vital Signs Once you understand the patient’s concerns and have elicited a careful his- tory, you are ready to begin the physical examination. At first you may feel unsure of how the patient will relate to you. With practice, your skills in physical examination will grow, and you will gain confidence. Through study and repetition, the examination will flow more smoothly, and you will soon shift your attention from technique and how to handle in- struments to what you hear, see, and feel. Touching the patient’s body will seem more natural, and you will learn to minimize any discomfort to the patient. You will become more responsive to the patient’s reactions and provide reassurance when needed. Before long, as you gain profi- ciency, what once took between 1 and 2 hours will take considerably less time. This chapter addresses skills and techniques needed for initial assessment as you begin the physical examination.
    [Show full text]
  • Robin Cook's Abduction
    Robin Cook’s Abduction: Sources of the Novel Alena Kolínská Bachelor Thesis 2013 ABSTRAKT Cílem této bakalářské práce je analýza románu Planeta Interterra (2000) spisovatele Robina Cooka z hlediska intertextuality. Uvede pojem intertextualita a stručně podá názory na vnímání intertextuality. Poté následuje rozbor dané knihy a hledání jejích možných zdrojů, které mohly spisovatele ovlivnit či inspirovat při psaní pro něj netypického románu. Z rozboru knihy vyplývá, že hlavními zdroji byly knihy Utopie (1516) Thomase Mora, Lidé jako bozi (1923) Herberta George Wellse, Konec civilizace: aneb Překrásný nový svět (1932) Aldouse Huxleyho a také řecká mytologie a historie všeobecně. Klíčová slova: Americká literatura; Robin Cook; intertextualita; Planeta Interterra; utopie; dystopie; fikce; dutozemě ABSTRACT The aim of this bachelor thesis is to analyze the novel Abduction (2000) by Robin Cook in the view of intertextuality. The term intertextuality is introduced, followed by a brief list of views on intertextuality. Subsequently the novel is analyzed, searching for the possible sources which might have influenced or inspired the author when writing a type of novel not typical for him. The analysis shows that the main sources for the novel were four: Utopia (1516) by Thomas More, Men like Gods (1923) by Herbert George Wells, Brave New World (1932) by Aldous Huxley, and Greek mythology as well as the history itself. Keywords: American literature; Robin Cook; intertextuality; Abduction; utopia; dystopia; fiction; hollow earth ACKNOWLEDGEMENTS I would like to express my deepest gratitude to my supervisor, Mgr. Roman Trušník, Ph.D., for his invaluable advice, patience, guidance and support. I also owe a great thanks to Mgr.
    [Show full text]
  • Medical Thrillers
    Medical Thrillers Ablow, Keith Cell 18. Port Mortuary Frank Clevenger Charlatans 19. Red Mist 1. Denial Coma 20. The Bone Bed 2. Projection Death Benefit 21. Dust 3. Compulsion Fatal Cure 22. Flesh & Blood 4. Psychopath Fever 23. Depraved Heart 5. Murder Suicide Genesis 24. Chaos 6. The Architect Godplayer Cotterill, Colin Baden, Michael Harmful Intent Thirty-Three Teeth Manny Manfreda Host Crichton, Michael 1. Remains Silent Invasion Andromeda Strain 2. Skeleton Justice Mindbend The Terminal Man Bass, Jefferson Mortal Fear Cuthbert, Margaret Body Farm Mutation Silent Cradle 1. Carved in Bone Nano Darnton, John 2. Flesh and Bone Pandemic The Experiment 3. The Devil’s Bones Seizure Mind Catcher 4. Bones of Betrayal Shock Delbanco, Nicholas 5. The Bone Thief Sphinx In The Name of Mercy 6. The Bone Yard Terminal Dreyer, Eileen 7. The Inquisitor’s Key Toxin Brain Dead 8. Cut to the Bone Jack Stapleton & Laurie Sinners and Saints 9. The Breaking Point Montgomery With a Vengeance 10. Without Mercy 1. Blindsight Follett, Ken Becka, Elizabeth 2. Contagion The Third Twin Evelyn James 3. Chromosome 6 Whiteout 1. Trace Evidence 4. Vector Gerritsen, Tess 2. Unknown Means 5. Marker Bloodstream Benson, Ann 6. Crisis The Bone Garden Plague Tales 7. Critical Gravity 1. The Plague Tales 8. Foreign Body Harvest 2. The Burning Road 9. Intervention Life Support 3. The Physician’s Tale 10. Cure Jane Rizzoli & Maura Isles Blanchard, Alice 11. Pandemic 1. The Surgeon Life Sentences Marissa Blumenthal 2. The Apprentice Bohjalian, Christopher 1. Outbreak 3. The Sinner The Law of Similars 2. Vital Signs 4.
    [Show full text]
  • Summer Assignments – AP Biology Vincent J. Benitez [email protected]
    Summer Assignments – AP Biology Vincent J. Benitez [email protected] http://www.vbbiology.weebly.com 1. Reading Assignment o Choose a book by Robin Cook to read. A list of medical thriller novels is listed below. Dr. Robin Cook is considered to be the master of the medical thriller! He does an enormous amount of research, so all of his books contain good, exciting biology. After reading the book, write a 1-2 page paper containing the following: o Concise summary of the plot. o Highlight the biological aspect(s) of the novel. How does/do the biological aspect(s) play a role in the novel. What technologies/procedures/concepts were used in the novel? o Link the biological aspect(s) of the novel to chapters in the AP Biology textbook. For example, if the book were about a virus, where would you find that topic in the textbook? What other connections can be associated with viruses? Perhaps the immune system, or cells, or biotechnology, etc. List those chapters as well. o Your opinion of the novel. Did you like the book? Did the plot seem too farfetched, or perhaps very plausible? What did you think about how the author used biology to develop interest and carry the story line throughout the book? Book Review Coordinating Instructions o Before writing your book review, read: The Basics of Scientific Writing in APA Style, by Pam Marek. You can find this article at: http://www.macmillanlearning.com/catalog/uploadedfiles/content/worth/custom_solutions/psychology_forew ords/marek_ch04_apastyle_color.pdf. A link to this document is on my website under AP Biology – Articles.
    [Show full text]
  • Pandemic 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 S31 N32
    01 02 03 04 05 06 07 08 09 10 11 12 Pandemic 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 S31 N32 9780525535331_Pandemic_TX.indd i 8/8/18 2:28 PM 01 02 03 04 05 06 07 08 09 10 Titles by Robin Cook 11 12 Charlatans Contagion 13 Host Acceptable Risk 14 Cell Fatal Cure 15 Nano Terminal 16 Death Benefit Blindsight 17 Cure Vital Signs 18 Intervention Harmful Intent 19 Foreign Body Mutation 20 21 Critical Mortal Fear 22 Crisis Outbreak 23 Marker Mindbend 24 Seizure Godplayer 25 Shock Fever 26 Abduction Brain 27 Vector Sphinx 28 Toxin Coma 29 Invasion The Year of the 30 Intern S31 Chromosome 6 N32 9780525535331_Pandemic_TX.indd ii 8/8/18 2:28 PM 9780525535331_Pandemic_TX.indd iii 8/8/18 2:28 PM 01 02 03 04 05 06 07 08 09 10 11 12 13 Pandemic 14 15 16 17 Robin Cook 18 19 20 21 22 23 24 25 26 G. P. PUTNAM’S SONS 27 NEW YORK 28 29 30 S31 N32 9780525535331_Pandemic_TX.indd iv 8/8/18 2:28 PM 9780525535331_Pandemic_TX.indd v 8/8/18 2:28 PM 01 02 03 04 05 06 07 08 09 10 11 12 13 14 15 16 17 G. P. PUTNAM’S SONS Publishers Since 1838 18 An imprint of Penguin Random House LLC 375 Hudson Street 19 New York, New York 10014 20 21 22 Copyright © 2018 by Robin Cook Penguin supports copyright. Copyright fuels creativity, encourages diverse voices, 23 promotes free speech, and creates a vibrant culture.
    [Show full text]
  • Critical Care: the Eight Vital Signs of Patient Monitoring
    CRITICAL CARE Critical care: the eight vital signs of patient monitoring Malcolm Elliott and Alysia Coventry ne of the traditional roles of nurses involves surveillance. This might include watching patients Abstract for changes in their condition, recognising early Nurses have traditionally relied on five vital signs to assess their clinical deterioration and protection from harm patients: temperature, pulse, blood pressure, respiratory rate and Oor errors (Rogers et al, 2008). For over 100 years, nurses oxygen saturation. However, as patients hospitalised today are sicker have performed this surveillance using the same vital signs: than in the past, these vital signs may not be adequate to identify temperature, pulse, blood pressure, respiratory rate and in recent those who are clinically deteriorating. This paper describes clinical years, oxygen saturation (Ahrens, 2008). Prompt detection and issues to consider when measuring vital signs as well as proposing reporting of changes in these vital signs are essential as delays additional assessments of pain, level of consciousness and urine in initiating appropriate treatment can detrimentally affect the output, as part of routine patient assessment. patient’s outcome (Chalfin et al, 2007). Patients admitted to acute hospitals today are sicker than in Key words: Vital signs n Patient monitoring n Assessment the past, as they have more complex health problems and are n Quality n Safety far more likely to become seriously ill during their admission (Ryan et al, 2004). In addition, patients who were once too In the clinical environment, body temperature may be affected sick to be operated on are now undergoing complex surgical by factors such as underlying pathophysiology (e.g.
    [Show full text]